How Teachers Can Teach Without Taking Over: Scaffolding Learning in Preschool Classrooms by Amy Chiu, MSEd

RESOURCESWatch the full webinar hereJoin our newsletter! Earn your Professional Development hours with FREE sessions delivered right to your inbox every weekCheck out the producer of ECI, Playground, the Child Care Management SoftwareWhat does it really mean to support children’s learning without doing the work for them?In this session, presented by early childhood consultant Amy Chiu, M.Ed., from The Work of Play, you’ll explore the art and practice of scaffolding - one of the most essential tools in early childhood education. Scaffolding helps bridge the space between what a child can do independently and what they can accomplish with guidance. But it’s more than a strategy - it’s a mindset rooted in trust, observation, and responsiveness.You’ll be invited to reflect on how you offer help: When is it supportive? When might it unintentionally take over the learning process? Through vivid examples from real classrooms and common parenting experiences, you’ll see how scaffolding can empower children to become confident and persistent problem-solvers.We’ll explore how observation, timing, and gentle prompts allow you to provide “just enough” support - nurturing both competence and independence. You’ll also consider common pitfalls of over-helping and how to shift into a facilitation role that honors children's voice and agency.Whether you’re a teacher, parent, instructional coach, or administrator, this session will give you concrete tools and language to elevate your practice. Most importantly, it will reframe scaffolding not as something you do to children, but as a way of being with them as they grow.Join this session to learn to:Define scaffolding and explain its importance in early learning and development.Identify the difference between teaching and taking over.Apply scaffolding strategies that support independence, confidence, and problem-solving.Reflect on their own adult role in moments of struggle or learning discomfort.Use observation and timing to decide when to step in - and when to step back.